SCHOOL OF EDUCATION EDUCATIONAL LEADERSHIP … of Education/Ed leadership...2015-16 . 2 CONTENTS 1. Forward 3 2. Internship: Purpose & Goals 4 3. Standards 5 ... Upon completion of

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INTERNSHIP IN

EDUCATIONAL LEADERSHIP

HANDBOOK

SCHOOL OF EDUCATION

EDUCATIONAL LEADERSHIP DEPARTMENT

2015-16

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CONTENTS

1. Forward 3

2. Internship: Purpose & Goals 4

3. Standards 5

4. Requirements for Application 8

5. Procedure for Admission 9

6. Internship Requirements 10

7. Additional School Building Leader Internship Activities 12

8. Additional School District Leader Internship Activities 13

9. Internship Application 14

10. Request for Approval 18

11. Letter to the Cooperating Administrator 19

12. Internship Team Support Roles 20

13. Internship Log (example) 22

14. Internship Projects 23

15. Reflective Journal (sample) 24

16. Portfolio Guidelines 25

17. Leadership Competency Instrument (community internship) 26

18. Leadership Competency Instrument (school building leader) 34

19. Leadership Competency Instrument (district leader) 42

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Dear Prospective Interns:

The Internships in Educational Leadership are designed to provide varied, substantive,

practical experiences over the course of a minimum of two semesters. You will be

involved in challenging and exciting experiences that include a school and or a district

based as well as a community-based internship. The foundation of each internship is

three-way collaboration among the supervisor from the college faculty, district or

community organization cooperating administrators, and the intern. In order for this triad

to be effective, all three partners must clearly understand their respective responsibilities

and the requirements of the School of Education.

This handbook is a guide to facilitate a successful partnership. The various functions

within the professional triad are specifically outlined so that each partner may be fully

aware of his or her role in this interdependent relationship. It is essential for each member

of the triad to effectively communicate, cooperate, and collaborate to assure success.

Please read this guide carefully so that you may fully support the role expectations,

responsibilities and recommendations that will enrich the partnership and internship

experience.

Our goal is for you to gain enriching experiences that will assist you in becoming an

effective leader. Additionally, we hope you leave your internship(s) with lasting, tangible

contributions to an educational or community organization. . It is our hope that the

internship experiences will provide you with personal and professional growth as well as

a rewarding journey.

Lenora Boehlert, Ed.D.

Liaison, Educational Leadership

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Manhattanville College

School of Education

Educational Leadership

The Internship Experience

Purpose

The purpose of the Internships in Educational Leadership is to facilitate performance-

based field experiences for the postgraduate student seeking administrative certification

for the School Building Leader (SBL) and/or the School District Leader (SDL). This

approach relies on a strong conceptual base of knowledge and understanding of

professional practices. The shared resources of the field settings will enable students to

participate in a closely supervised experience by the College Internship Supervisor and

the Cooperating Administrator.

The goal of the Internships is to provide the intern with substantial and sustained

standards-based opportunities to apply the theoretical knowledge and skills acquired

during graduate study within multiple institutional settings that include a K-12 school

setting and a community-based organization. Some of the intended outcomes of the

internship seek to provide the conditions that will enable interns to:

1) identify leadership competency strengths and weaknesses and develop a related plan

of action

2) take initiative in seeking leadership opportunities that support career goal

3) develop insight and a discipline for future reflective practice

4) practice leadership skill development in an incremental manner

5) develop a meaningful understanding of how to apply the knowledge base in real

settings

6) develop a supportive network with colleagues

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Leadership Standards

The Educational Leadership Constituent Council (ELCC) internship standards provide

the framework for Candidates’ performance during the internship experiences.

ELCC Internship Standards & Performance Outcomes

Standard 7.0 Internship

The internship provides significant opportunities for candidates to synthesize and apply

knowledge and practice gleaned in the classroom to real world field assignments.

Developing skills identified in Standards 1-6 through substantial, sustained, standards-

based work in real settings that are planned and guided by the College and cooperating

employer/agency is expected.

Each candidate must complete two internships over the course of a minimum of two

semesters:

□ school/district internship – 300 hours

□ community/business internship – 100 hours

An internship seminar occurs during each term to allow for meaningful group interaction

and discussion of related matters. Appropriate readings are assigned to assist the

candidate in obtaining a leadership perspective and thought-provoking management

techniques.

Upon completion of the school/district internship, a comprehensive portfolio must be

submitted as evidence of a candidate’s substantial and sustained effort.

Standard 7.1 Substantial Work Assignments

Candidates will demonstrate the ability to accept genuine responsibility as a leader,

facilitator and decision maker through actual assignments in a school or business center.

The candidate will have substantial experiences that serve to develop capacity and ability

in managing projects and leading people to achieve organizational goals. Candidates will

document the time spent in the internship via a time log and reflect on what is learned or

otherwise acquired in weekly journals.

Standard 7.2 Sustained Work Assignments

Candidates will accept rigorous and meaningful internship assignments that challenge

their intellect and practical abilities over a sustained period. Work assignments are

expected to be increasingly difficult as the program continues with a minimum of two

substantial projects required. The internship supervisor and cooperating administrator

will work together to ensure candidates are assigned work and projects that assist the

organization in achieving goals and result in enhancing the candidates’ leadership skill.

Candidates will document all activities in their time log and provide reflections in their

weekly journals.

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Standard 7.3 Standards-Based Work and Projects

The internship synergizes the classroom learning with practical applications experience.

The purpose of the internship is to prepare a candidate to be a leader. Classroom learning

alone cannot accomplish this. It is imperative for each candidate to be determined to

accept challenging internships that focus on achieving competency in each of the ELLC

standards by integrating theoretical knowledge with practical, real world experiences.

Candidates should shadow leaders to learn as much as they can about different leadership

styles and their relative effectiveness in the management arena.

Standard 7.4 Real Settings

The candidate must experience this real world effect to really understand what is required

of a leader. There must be situations that permit candidates to use a wide range of skills

so as to practice what is learned. Candidates will make mistakes; Often times the best

lessons learned are gleaned by making mistakes. These mistakes must not be fatal ones so

it is important that the internship supervisor and cooperating administrator also shadow

the candidate when assigned a critical, independent task.

Standard 7.5 Planned and Guided Cooperation

The success of the candidates’ internship will be a function of well-planned and properly

directed cooperation between the internship supervisor and cooperating administrator.

There must exist a plan for utilizing the intern to the maximum extent possible. Using the

leadership competency instrument to guide the internship and developing a supporting

action plan, the team must seek to ensure that all required competencies, as well as other

targeted competencies, are demonstrated by the intern.

When choosing an internship location it is important to ascertain that commitment to the

program will be unwavering. Planning, coordination, and cooperation between the

internship supervisor and cooperating administrator are essential for the program to be

effective for the candidate. The candidate must be assigned to work with mentors who are

willing to provide training and guidance as required.

Standard 7.6 – Internship Credit

Upon completion of the internships leadership candidates will earn six credits. The

community internship is equivalent to 2 credits and the school/district internship is

equivalent to 4 credits. In order to earn graduate credit for the intern experience, each

candidate must meet the following requirements:

1. log 100 (community/business)/300 school/district hours of

internship experience;

2. attend internship seminar meetings;

3. submit internship time log that identifies activities, dates and hours

worked;

4. submit weekly internship journals reflecting on experiences;

5. demonstrate 80% or more proficiency in leadership competencies;

6. submit internship eportfolio (for school and district internships)

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Upon satisfactorily completing all of the above requirements the candidate will receive a

pass/fail grade for successful completion of the internship that will be posted to his/her

official transcript.

During the internship Leadership Candidates will demonstrate proficiency in

competencies specified in the following ELCC standards:

I. Creating the Vision

A school administrator is an educational leader who promotes the success of all students

by facilitating the development, articulation, implementation, and stewardship of a school

or district vision of learning that is shared and supported by the school community.

II. Creating a Culture that Values Enhanced Performance


by advocating, nurturing, and sustaining a school culture and instructional program

conducive to student learning and staff professional growth.

III. Facilitating the Organization and Operation of Learning Community Resources


by ensuring management of the organization, operations, and resources for a safe,

efficient, and effective learning environment.

IV. Creating Collaborative Relationships with the Community


by collaborating with families and community members, responding to diverse

community interests and needs, and mobilizing community resources.

V. Demonstrating a Consistent Code of Conduct


by acting with integrity, fairness, and in an ethical manner.

VI. Responding to Political and Larger Community Contextual Issues


by understanding, responding to, and influencing the larger political, social, economic,

legal, and cultural context.

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REQUIREMENTS FOR APPLICATION TO THE INTERNSHIP IN

EDUCATIONAL LEADERSHIP

1. The Candidate must have an Initial (or Permanent) New York State Teaching

Certification.

2. The Candidate must complete a minimum of eighteen (18) (15 hours for SBL)

semester hours of approved graduate study at Manhattanville College in the Program of

Educational Leadership.

3. The Candidate must maintain a cumulative grade point average of 3.0 in the

Educational Leadership Program.

4. Candidates will receive faculty review and endorsement with regard to each

Candidate’s readiness for the internship.

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PROCEDURE FOR ADMISSION

INTO THE

INTERNSHIP IN EDUCATIONAL LEADERSHIP

In preparation for the Internship, the student must adhere to the following procedures:

1. The candidate will obtain the Handbook for the Internship in Educational Leadership

(including all forms).

2. The candidate must complete the application forms and write an Internship Proposal

for each internship placement (i.e., the school and community/business). This proposal

will contain four areas: (1) A description of the intern’s proposed site of the internship. If

the internship will take place in two different settings, then both organizations must be

described. (2) A proposal and description of the major projects to be undertaken. (3) A

description of the day-to-day internship activities in the form of an action plan that will

support substantial experience toward fulfillment of the leadership competencies (see

page 17 for sample proposal format and page 26-42 for Leadership Competency

Instruments).

3. The candidate must interview and consult with his/her Cooperating Administrator for

the internship and the Organizational leader (i.e., Superintendent of Schools, BOCES

Superintendent, and Executive of Non-Profit). The purpose of these meetings is to obtain

approval from the organizational leaders and to ensure sufficient support for your

internship placement within each organization.

4. The candidate must then submit the Internship Proposal and Application Forms. The

candidate will meet with the appropriate administrator to review the Application,

Proposal and Projects. Upon approval, the candidate must then obtain the designated

Cooperating Administrator signatures on the Request for Approval form.

5. The accepted proposal, including the Application Form and the signed Request for

Approval Form, must then be copied and disseminated (one copy for: Manhattanville, the

School District or Community Organization, and the candidate) .

6. The approved and signed proposal and forms must be submitted no later than the first

week of the semester.

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Internships begin either in the Fall or Spring (school/district), or Summer I and II

Internship Requirements:

The Intern will--

Attend seminar meetings for the duration of the internship, and complete all of the

assignments at the appropriate competence level. The internship must be completed in

consecutive semesters.

Maintain a Time Log of the total required 400 hours of administrative service. The

log is the time-diary of activities during the course of each day. The log must be

maintained to account for the hours spent on administrative/leadership activities and

should be linked to the ELCC standards. A time log must be submitted at the

completion of each internship in the electronic portfolio. Refer to page 22 for sample

format. The time log should include an overview with written entries regarding the

activities.

Monitor and note leadership roles and responsibilities in the Leadership Competency

Instrument. The Intern must present the Leadership Internship Competency

Instrument to the Cooperating Administrator(s) for signature(s) during regularly

scheduled meetings throughout the internship. Refer to page 26 for the Community

Internship Leadership Competency Instrument and page 34 for the School Building

Leader Internship Competency Instrument and page 42 for the School District Leader

Internship Competency Instrument.

Complete the “additional required school building leader/school district leader

activities” (refer to pages 12-13). These activities should be incorporated into the

internship documentation (e.g., time log).

Meet on-site with the College Internship Supervisor twice, or as needed, during their

internship experience. The purpose of these visits is to follow the development of the

Intern and monitor professional progress. Also, these visits will give the Intern and

Internship Supervisor an opportunity to discuss the Intern’s progress with the

Cooperating Administrator.

Complete final reports that document the internship projects. Refer to page 23 for

project report guidelines. Rubric is posted separately on Blackboard.

Prepare an eportfolio that represents the scope of leadership responsibilities and

accomplishments during the internship. The portfolio should be organized around the

ELCC standards. Refer to page 25 for portfolio guidelines and rubric (posted

separately on Blackboard).

Submit all required documentation to the Internship Supervisor upon completion of

the internship for final review.

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Additional Required

School Building Leader Internship Activities

□ Complete at least two classroom observations; observe an end-of-year evaluation.

□ Write various communications for internal and external distribution

□ Review building safety plan and procedures.

□ Plan, implement, and evaluate a professional development session.

□ Facilitate a faculty meeting.

□ Participate in a CSE or CPSE meeting. Interview the special education director and

principal about the building administrator’s role in supporting special education services.

□ Observe at all grade levels and areas within the building.

□ Attend at least one Board of Education meeting.

□ Review building opening and closing procedures. Participate in school opening and/or

closing.

□ Participate in class scheduling.

□ Meet with the head custodian to review job responsibilities, maintenance schedules, and

related building issues.

□ Interview the director of transportation to discuss building issues and concerns.

□ Interview school building food services manager regarding requirements and issues or

concerns.

□ Participate in building-level staffing needs and budget planning process

□ Review health and wellness policy.

□ Participate in two learning walks at different levels.

□ Review union contract; discuss past grievances with principal.

□ Interview the principal’s secretary and office staff about how they support administration

and the building operations.

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Additional Required

School District Leader Internship Activities

□ Complete at least two classroom observations; observe an end-of-year evaluation.

□ Write various communications for internal and external distribution at the district wide

level.

□ Review district safety plans and procedures.

□ Assist in the planning, implementing, and evaluating for a professional development

session for the district.

□ Interview and shadow key central office administrators about roles and responsibilities.

□ Participate in a CSE or CPSE meeting. Interview the special education director about

challenges and the roles of district personnel.

□ Observe at all levels within the district.

□ Attend at least one Board of Education meeting

□ Meet with the director of maintenance to review job responsibilities, maintenance

schedules, and related district issues.

□ Interview director of transportation to discuss district issues and concerns.

□ Participate in district budget planning process.

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□ Assume a leadership role in a district committee.

□ Participate in a district-level administrators’ meeting.

□ Examine the Board of Education Policy manual and interview the school superintendent

and one board member regarding the process for school board policy review

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School of Education


Application for the Internship in Educational Leadership

(EDAD 5501, EDAD 5502, EDAD 5503)

Complete this form and attach it to your written INTERNSHIP PROGRAM PROPOSAL

and submit both with the APPROVAL FORM signed by the District Superintendent to

the Department Chair.

PLEASE TYPE OR PRINT CLEARLY

Candidate for the: SBL____ SDL____SBL/SDL____

Anticipated date of Graduation: ___________________

Internship (circle one that applies to proposal): Community (EDAD 5501) School

(EDAD 5502) District (EDAD 5503) School/District

Internship Period (indicate semester internship will begin): ________________

Name of Candidate:

Home Address: ______________________________________________________

______________________________________________________

Work Address: ______________________________________________________

______________________________________________________

Home Telephone: ( )________________

Work Telephone: ( )________________

Cell Phone: ( )________________

Home Email: ____________________

Work Email: ____________________

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Complete for School (EDAD 5502) or District (EDAD 5503) Internship

I am applying for admission into the Internship in Educational Leadership at

Manhattanville College to fulfill the school/district internship requirements. . I have completed the following courses toward the Educational Leadership Professional

Diploma (List Manhattanville Course Numbers; if transferred, name the college with the

title of the course). THIS SECTION MUST BE COMPLETED

.

Completed: (1) ____________________________________________________

(2) ____________________________________________________

(3) ____________________________________________________

(4) ____________________________________________________

(5) ____________________________________________________

Currently

Enrolled: (1) _____________________________________________________

(2) ____________________________________________________

Present School District: ______________________________________________________________

Position: ______________________________________________________________________

Telephone Number ( ) _______________________ FAX: ( ) _______________________________

Site of the Proposed Internship:

School District: ________________________________________________________

School Building: _________________________________________________________

Address: _________________________________________________________

_________________________________________________________

Telephone: ( ) _________________________________________________________

Cooperating Administrator: __________________________________________________

Title: __________________________________ Tel. ( ) _________________________

District Superintendent: __________________________________ Tel. ( ) _______________

____________________________________________________ _________

Candidate’s Signature Date

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*Please attach : 1) a 1-2 page resume; 2) internship proposal; and 3) detailed set of directions from

Manhattanville College to your site.

Complete for Community/Business Internship (EDAD 5501)

I am applying for admission into the Internship in Educational Leadership at

Manhattanville College to fulfill the community/business internship requirements. . I have completed the following Educational Leadership program courses (List

Manhattanville course numbers; if transferred, name the college with the title of the

course). THIS SECTION MUST BE COMPLETED

Completed: (1) ____________________________________________________

(2) ____________________________________________________

(3) ____________________________________________________

(4) ____________________________________________________

(5) ____________________________________________________

Currently

Enrolled: (1) _____________________________________________________

(2) ____________________________________________________

Present School District: ______________________________________________________________

Position: ______________________________________________________________________

Telephone Number ( )_______________________ FAX: ( )_______________________________

Site of the Proposed Internship:

Community Organization/School District: _________________________________

Address: _________________________________________________________

_________________________________________________________

Organizational Leader/Cooperating Administrator: _____________________________________

Title: __________________________________ Tel. #:______________________________

____________________________________________________ _________

Candidate’s Signature Date

*Please attach: 1) a 1-2 page resume; 2) internship proposal; and 3) detailed set of directions from

Manhattanville College to your site.

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Sample Format for Internship Proposal

Please use this format to prepare a 1-2 page typed proposal

Name: Date:

1. Description of Proposed Site:

2. Description of Proposed Projects (specific problem area/need, goal, intended

outcomes):

3. Preliminary Action Plan (will be further developed during internship):

Identify some of the day-to-day internship activities associated with the project

completion. Please be sure that you include all the required competencies and

incorporate as many of the other relevant competencies as you possible.

Professional Goals

(link to ELCC

standards)

Targeted

Competency

Area (refer to

specific stand.

#)

Activities that will Support

Competency Development

Expected

Outcomes or

Benchmark for

Success

Ex. Develop

effective means to

involve the broader

community.

4.1 g Identify key community

organizations in

community that might be

a resource to the school.

Visit organizations.

Compile

community

resource briefing

for cooperating

administrator.

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INTERNSHIP IN EDUCATIONAL LEADERSHIP

Request for Approval

Circle one: School (EDAD 5502) District (EDAD 5503)

Community (EDAD 5501)

This is to certify that ____________________________________________________ is

currently enrolled in the School of Education’s preparatory program in Educational

Leadership and has completed the requirements necessary for application to serve as an

intern.

The period of time for this Internship will be from

_______________________________________through _________________________.

The School of Education Internship Supervisor will schedule two supervisory visits

(more as needed) with the Intern and Cooperating Administrator.

It is agreed that at the conclusion of the internship service, the Cooperating Administrator

will provide a written assessment of the Intern’s performance to the Internship

Supervisor.

__________________________________ _________________________________

Superintendent of Schools Date

or Organizational Leader

___________________________________ _________________________________

Cooperating Administrator Date

__________________________ ____________________________

Internship Coordinator Date

School of Education

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Dear Cooperating Administrator:

Thank you for agreeing to assume the shared responsibility of supervising and mentoring

our intern in Manhattanville College’s Educational Leadership program. We truly

appreciate the time you will be spending with our Leadership Intern. During the

internship we seek to insure that each intern is given ample opportunity to participate in a

range of leadership and administrative responsibilities. Additionally, we would like to the

intern to lead a project that will leave a positive contribution to your organization.

At the end of the intern’s experience, we ask that you write an evaluation of the intern’s

progress. This will become a part of the intern’s permanent Professional Portfolio at

Manhattanville College.

Prior to the internship I will review your role and internship requirements more fully.

Please do not hesitate to contact me with any questions or suggestions you have prior to

that meeting. I can be reached at (914)323-5443 or via e-mail

([email protected]).

Sincerely,

Lenora Boehlert, Ed.D.

Liaison for the Educational Leadership Program

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Internship Support Team Roles & Responsibilities

Internship Coordinator

The Department Chair acts as the Internship Coordinator. Primary responsibilities

include:

Oversee and monitor the dual internship program.

Conduct bi- annual internship orientations for Leadership Candidates.

Conduct an orientation for Cooperating Administrators.

Review and approve internship proposals.

Coordinate with the College Internship Supervisor.

Coordinate department communications related to the internship.

College Internship Supervisor

The College Supervisor’s primary role is to support the interns in creating purposeful

internship experiences that are aligned to the ELCC Leadership Competencies and are

tailored to each individual’s professional development needs. This will necessitate close

communication with each Cooperating Administrator and ongoing monitoring of Intern

Candidates’ progress. Primary responsibilities include:

Lead a seminar that supports Candidates’ internship experiences by linking theory

to practice through readings, class discussions, and class exercises.

Maintain communication with each Cooperating Administrator with regard to

each Leadership Candidate’s progress.

Visit each intern’s site at least twice during the internship and more if needed.

Work with and support each Candidate in focusing his/her internship action plans

and project development.

Inform the Internship Coordinator of any problems or concerns with regard to a

Candidate’s placement or progress.

Create an atmosphere of collegial exchange and learning.

Make a final determination about each Candidate’s ability to meet the internship

requirements.

Cooperating Administrator

The Cooperating Administrator provides critical roles as mentor, coach, and supervisor of

the Leadership Candidate on a daily basis. Given the importance of the internship

experience as a time to integrate theory and practice and to develop specific leadership

competencies, the Cooperating Administrator’s influence and support are very important.

Ideally, the Cooperating Administrator is expected to do the following:

Provide time for the intern to meet and discuss his/her plans, progress, and

questions.

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Support the intern in formulating his internship action plan.

Listen to and respond to the intern in a non-judgmental manner.

Provide constructive feedback to the intern regarding leadership actions.

Communicate with and make time to meet with the College Internship Supervisor.

Expose the intern to ongoing leadership opportunities within the organization.

Communicate with the intern in an open, honest manner about the realities of

leadership responsibilities.

Provide the College and the intern with a final assessment of his/her progress and

contributions.

The Intern

Each Leadership Candidate should view his/her role as a member of the internship team.

For each intern, this means committing time, energy, and focused efforts to make the

internship a valuable learning experience. The work initiated prior to the internship

should be taken seriously since it establishes the scope of the whole internship

experience. Each intern must assume three very active roles throughout the internship as

a Learner, Reflective Practitioner, and Collegial Partner with the support team. Key

responsibilities include the following:

Explore internship project possibilities by conferring with organizational leaders

and identifying needs way in advance of the intended internship period.

Prepare an internship proposal that reflects a focused plan.

Clarify expectations with each member of the internship team.

Monitor and reflect on accomplishments, challenges, and concerns.

Communicate openly with the Cooperating Administrator and College Intern

Supervisor.

Attend and be an active participant in the intern seminars.

Concentrate on developing leadership competencies and taking advantage of

leadership opportunities within the organization.

Demonstrate high level of professionalism during the internship and in the final

completion of the internship requirements.

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Internship Time Log

Semester: ______________ Professor: ___________________________________

Intern: ________________________School/ District/Organization __________________

Signature of Cooperating Administrator

Date Activity Link to ELCC

Standards

*Role Total

Time

Role Code: Observer (O), Participant (P), Co-Leader (CL), Leader (L)

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THE INTERNSHIP PROJECTS

The Intern will develop a minimum of one major problem-based project over each

of the school (EDAD 5502). Community (EDAD 5501) or district (EDAD 5503)

internships. The Intern is advised to develop the project action plans with the Cooperating

Administrator and other appropriate personnel. The Intern must have primary

responsibility for all phases of the projects.

The Intern should choose projects that require (1) clarifying a problem, (2)

reviewing the literature pertaining to the targeted need, (3) developing a plan, (4)

exploring possible alternative strategies and solutions, (5) implementing strategies, and

(6) evaluating outcomes. These projects must be aligned to targeted internship

competencies that span the six ELCC standards. Whereas, the community internship

project will focus primarily on addressing ELCC standard 4.1-4.3 (collaborating with

families and other community members, responding to community interests and needs,

and mobilizing community resources)

Internship Report Guidelines

The final written reports of the projects (written in APA format, 6th

edition) must include:

I. Abstract of the project (approximately 200 words)

II. Problem Statement (identify and substantiate problem/need)

III. Review of Related Current Literature

III. Description of the Planning, Development & Implementation Phases

(Relate to project action plan)

IV. Analysis and Assessment of the Project

(Focus on project impact)

V. Conclusions and Recommendations

(Implications for leaders)

VI. Bibliography

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Portfolio Guidelines

At the end of each internship, you will need to submit an electronic portfolio that

captures your leadership experience and accomplishments. The eportfolio is intended

to help you put closure on your experience as you make decisions about what to

include. Your portfolio can be presented in different formats and should be

purposefully organized and proofed. It should NOT be a scrapbook that has been

quickly put together.

Important questions should guide the process:

1) WHAT do you want to collect or put in your portfolio?

Include all of the required documentation items (i.e., time log, action plan,

project reports, reflections, and the Internship Competency Instrument).

choose artifacts that highlight your leadership role and efforts. Link these

artifacts to your action plan and targeted projects.

2) SO WHAT does all of this mean?

As you make decisions about what to put in the portfolio, take the

opportunity to reflect and analyze your growth and leadership proficiency

in relation to the ELCC standards.

3) FINALLY put your ideas into an ePortfolio document.

Enter a final reflection in your journal that captures your analysis of your

work during the internship.

You might consider some of these questions: Was there anything you

would have done differently to make the internship a more valuable

experience? What revelations/surprises/frustrations did you encounter?

What skills and knowledge do you need to develop further?

When you submit your eportfolio, include all documentation.. Artifacts can be uploaded.

Your eportfolio will be available online in the event you would like to use it for

interviews.

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COMPETENCIES

FOR

THE COMMUNITY/BUSINESS INTERNSHIP EXPERIENCE

The internship experience is expected to provide increased opportunities directed

toward the acquisition of knowledge and performance-based competencies. Therefore,

the proposed internship program must be developed in terms of appropriate competency-

based objectives, supported by a realistic time commitment for achieving each objective.

The Intern is expected to focus activities in the knowledge and skills domains

specified within the ELCC Leadership Standards. These may be accomplished through

varying and incremental levels of involvement in roles as Observer, Participant, Co-

leader, or as Leader. As Observer the Leadership Candidate only observes or shadows in

order to understand the leadership role (with specific attention to organizational norms,

leadership styles, the leader’s role in facilitating group work, etc.). As Participant the

Leadership Candidate is a participant in an activity but does not perform any leadership

functions. As Co-leader the Leadership Candidate shares leadership role with the

mentor or other organizational leader(s). There are some discrete tasks the Leadership

Candidate executes on his/her own (including follow up and monitoring) with close

supervisory oversight. During the course of the internship, the Leadership Candidate

should assume an increasing Leader role, as noted in his/her initiation and follow through

for all phases of a project, assigned leadership task, or in responding to an identified

organizational problem. The Cooperating Administrator maintains supervisory oversight.

It is not necessary to have the internship focus on all of the competencies and

some may not be appropriate to the scope of the internship experience. However, it is

important that the internship experience provide as much leadership exposure as possible.

Note, that items with an asterisk (*) require Leadership Candidates to identify a plan of

action (refer to “action plan”) for those competencies and to demonstrate leadership

proficiency during the internship.

The Cooperating Administrator and the Internship Coordinator must document

the Leadership Candidate’s professional growth for each of the competencies.

Satisfactory completion of each of the six major standards will be determined by

evidence of an effective leadership role in 80% of the competencies that are highlighted

in the Leadership Candidate’s action plan. This plan will reflect both the required

competencies (as noted by asterisk on competency instrument) and other identified

competencies that are germane to the project focus and organizational setting. Refer to

attached “Leadership Internship Competency Instrument.” Proficiency will be determined

by using the following rating scale:

1 – no evidence or demonstration of competency

2 – limited evidence or demonstration of competency

3 – adequate evidence that demonstrates developing competency for beginning

building leader

4 – strong supporting evidence that demonstrates proficiency in competency for

beginning building leader

27

C/B LEADERSHIP INTERNSHIP COMPETENCY INSTRUMENT THE MANHATTANVILLE COLLEGE INTERNSHIP PROGRAM PREPARES SCHOOL LEADERS WHO

UNDERSTAND AND DEMONSTRATE THE ABILITY TO: COMPETENCY PROFICIENCY ASSESSMENT EVIDENCE

1.1 DEVELOP A VISION

a. Candidates develop a vision of learning for a school that promotes the success of all students.

1 2 3 4

b. Candidates base this vision on relevant knowledge and theories, including but not limited to an understanding of learning goals in a pluralistic society, the diversity of learners and learners’ needs, schools as interactive social and cultural systems, and social and organizational change.

1 2 3 4

1.2. ARTICULATE A VISION

a. Candidates demonstrate the ability to articulate the components of this vision for a school and the leadership processes necessary to implement and support the vision.

1 2 3 4

b. Candidates demonstrate the ability to use data-based research strategies and strategic planning processes that focus on student learning to inform the development of a vision, drawing on relevant information sources such as student assessment results, student and family demographic data, and an analysis of community needs.

1 2 3 4

*c. Candidates demonstrate the ability to communicate the vision to staff, parents, students, and community members through the use of symbols, ceremonies, stories, and other activities.

1 2 3 4

1.3. IMPLEMENT A VISION

a. Candidates formulate the initiatives necessary to motivate staff, students, and families to achieve the school’s vision.

1 2 3 4

b. Candidates develop plans and processes for implementing the vision (e.g., articulating the vision and related goals, encouraging challenging standards, facilitating collegiality and teamwork, structuring significant work, ensuring appropriate use of student assessments, providing autonomy, supporting innovation, delegating responsibility, developing leadership in others, and securing needed resources).

1 2 3 4

Evidence Code: O=Observation; L= Log; J= Journals; PR= Project Report; A=Artifact; FA= Field Assignment; S=Seminar Work

28

COMPETENCY PROFICIENCY ASSESSMENT EVIDENCE

1.4. STEWARD A VISION

a. Candidates demonstrate an understanding of the role effective communication skills play in building a shared commitment to the vision.

1 2 3 4

b. Candidates design or adopt a system for using data-based research strategies to regularly monitor, evaluate, and revise the vision.

1 2 3 4

c. Candidates assume stewardship of the vision through various methods.

1 2 3 4

1.5. PROMOTE COMMUNITY INVOLVEMENT IN THE

VISION

a. Candidates demonstrate the ability to involve community members in the realization of the vision and in related school improvement efforts.

1 2 3 4

*b. Candidates acquire and demonstrate the skills needed to communicate effectively with all stakeholders about implementation of the vision.

1 2 3 4

2.1 PROMOTE POSITIVE SCHOOL CULTURE a. Candidates assess school culture using methods and implement context-appropriate strategies that capitalize on the diversity (e.g., population, language, disability, gender, race, socio-economic) of the school community to improve programs and culture.

1 2 3 4

2.2 PROVIDE EFFECTIVE INSTRUCTIONAL PROGRAM a. Candidates demonstrate the ability to facilitate activities that apply principles of effective instruction to improve instructional practices and curricular materials.

1 2 3 4

b. Candidates demonstrate the ability to make recommendations regarding the design, implementation, and evaluation of a curriculum that fully accommodates learners’ diverse needs.

1 2 3 4

c. Candidates demonstrate the ability to use and promote technology and information systems to enrich curriculum and instruction, to monitor instructional practices and provide staff the assistance needed for improvement.

1 2 3 4

2.3 APPLY BEST PRACTICE TO STUDENT LEARNING


29


a. Candidates demonstrate the ability to assist school personnel in understanding and applying best practices for student learning.

1 2 3 4

b. Candidates apply human development theory, proven learning and motivational theories, and concern for diversity to the learning process.

1 2 3 4

c. Candidates demonstrate an understanding of how to use appropriate research strategies to promote an environment for improved student achievement.

1 2 3 4

2.4 DESIGN COMPRHENSIVE PROFESSIONAL GROWTH PLANS

a. Candidates design and demonstrate an ability to implement well-planned, context-appropriate professional development programs based on reflective practice and research on student learning consistent with the school vision and goals.

1 2 3 4

b. Candidates demonstrate the ability to use strategies such as observations, collaboration, reflection, and adult learning strategies to form comprehensive professional growth plans with teachers and other school personnel.

1 2 3 4

c. Candidates develop and implement personal professional growth plans that reflect a commitment to life-long learning.

1 2 3 4

3.1 MANAGE THE ORGANIZATION

a. Candidates demonstrate the ability to optimize the learning for all students by applying appropriate models and principles of organizational development and management, including research and data driven decision making with attention to indicators of equity, effectiveness, and efficiency.

1 2 3 4

b. Candidates develop plans of action for focusing on effective organization and management of fiscal, human, and material resources, giving priority to student learning, safety, curriculum, and instruction.

1 2 3 4

c. Candidates demonstrate an ability to manage time effectively and deploy financial and human resources in ways that promote student achievement.

1 2 3 4

3.2 MANAGE OPERATIONS a. Candidates demonstrate the ability to involve staff in conducting operations and setting priorities using appropriate and

1 2 3 4


30


effective needs assessment, research-based data, and group process skills to build consensus, communicate, and resolve conflicts in order to align resources with the organizational vision.

*b. Candidates develop communications plans for staff that includes opportunities for staff to develop their family and community collaboration skills.

1 2 3 4

c. Candidates demonstrate an understanding of how to apply legal principles to promote educational equity and provide safe, effective, and efficient facilities.

1 2 3 4

3.3 MANAGE RESOURCES

a. Candidates use problem-solving skills and knowledge of strategic, long-range, and operational planning (including applications of technology) in the effective, legal, and equitable use of fiscal, human, and material resource allocation and alignment that focuses on teaching and learning.

1 2 3 4

*b. Candidates creatively seek new resources to facilitate learning.

1 2 3 4

c. Candidates apply and assess current technologies for school management, business procedures, and scheduling.

1 2 3 4

4.1 COLLABORATE WITH FAMILIES AND OTHER COMMUNITY MEMBERS

*a. Candidates demonstrate an ability to bring together the resources of family members and the community to positively affect student learning.

1 2 3 4

b. Candidates demonstrate an ability to involve families in the education of their children based on the belief that families have the best interests of their children in mind.

1 2 3 4

*c. Candidates demonstrate the ability to use public information and research-based knowledge of issues and trends to collaborate with families and community members.

1 2 3 4

d. Candidates apply an understanding of community relations

models, marketing strategies and processes, data-based

decision-making, and communication theory to create

frameworks for school, family, business, community,

government, and higher education partnerships.

1 2 3 4


31


*e. Candidates develop various methods of outreach aimed at business, religious, political, and service organizations.

1 2 3 4

f. Candidates demonstrate the ability to involve families and other stakeholders in school decision-making processes, reflecting an understanding that schools are an integral part of the larger community.

1 2 3 4

*g. Candidates demonstrate the ability to collaborate with community agencies to integrate health, social, and other services.

1 2 3 4

h. Candidates develop a comprehensive program of community relations and demonstrate the ability to work with the media.

1 2 3 4

4.2 RESPOND TO COMMUNITY INTERESTS AND NEEDS *a. Candidates demonstrate active involvement within the

community, including interactions with individuals and groups

with conflicting perspectives.

1 2 3 4

b. Candidates demonstrate the ability to use appropriate assessment strategies and research methods to understand and accommodate a diverse school and community conditions and dynamics.

1 2 3 4

c. Candidates provide leadership to programs serving students with special and exceptional needs.

1 2 3 4

d. Candidates demonstrate the ability to capitalize on the diversity of the school community to improve school programs and meet the diverse needs of all the students.

1 2 3 4

4.3 MOBILIZE COMMUNITY RESOURCES *a. Candidates demonstrate an understanding of an ability to use community resources, including youth services, to support student achievement, solve school problems, and achieve school goals.

1 2 3 4

b. Candidates demonstrate how to use school resources and social service agencies to serve the community.

1 2 3 4

c. Candidates demonstrate an understanding of ways to use public resources and funds appropriately and effectively to encourage communities to provide new resources to address

1 2 3 4


32


emerging student problems.

*5.1 ACTS WITH INTEGRITY Refer to Disposition Survey & ECI a. Candidates demonstrate a respect for the rights of others with regard to confidentiality and dignity and engage in honest interactions.

1 2 3 4

*5.2 ACTS FAIRLY Refer to Disposition Survey & ECI a. Candidates demonstrate the ability to combine impartiality, sensitivity to student diversity, and ethical considerations in their interactions with others.

1 2 3 4

*5.3 ACTS ETHICALLY Refer to Disposition Survey & ECI a. Candidates make and explain decisions based upon ethical and legal principals.

1 2 3 4

6.1 UNDERSTAND THE LARGER CONTEXT a. Candidates act as informed consumers of educational theory and concepts appropriate to school context and can demonstrate the ability to apply appropriate research methods to a school context.

1 2 3 4

b. Candidates demonstrate the ability to explain how the legal and political systems and institutional framework of schools have shaped a school and community, as well as the opportunities available to children and families in a particular school.

1 2 3 4

c. Candidates demonstrate the ability to analyze the complex causes of poverty and other disadvantages and their effects on families, communities, children, and learning.

1 2 3 4

d. Candidates demonstrate an understanding of the policies, laws, and regulations enacted by local, state, and federal authorities that affect schools, especially those that might improve educational and social opportunities.

1 2 3 4

e. Candidates demonstrate the ability to describe the economic factors shaping a local community and the effects economic factors have on schools.

1 2 3 4

f. Candidates demonstrate the ability to analyze and describe the cultural diversity in a school community.

1 2 3 4

g. Candidates can describe community norms and values and 1 2 3 4


33


how they relate to the role of the school in promoting social justice.

*h. Candidates demonstrate the ability to explain various theories of change and conflict resolution and the appropriate application to those models to specific communities.

1 2 3 4

6.2 RESPOND TO THE LARGER CONTEXT *a. Candidates demonstrate the ability to communicate with members of the school community concerning trends, issues, and potential changes in the environment in which the school operates, including maintenance of an ongoing dialogue with representatives of diverse community groups.

1 2 3 4

6.3 INFLUENCE THE LARGER CONTEXT a. Candidates demonstrate the ability to engage students, parents, and other members of the school community in advocating for adoption of improved policies and laws.

1 2 3 4

b. Candidates apply their understanding of the larger political, social, economic, legal, and cultural context to develop activities and policies that benefit students and their families.

1 2 3 4

c. Candidates advocate for policies and programs that promote equitable learning opportunities and success for all students, regardless of socio-economic background, ethnicity, gender, disability, or other individual characteristics.

1 2 3 4

Overall Rating: ____ Exemplary (Rating of 4 should be demonstrated in 80% of the required and other targeted action plan competencies) ____ Satisfactory (Rating of 3-4 should be demonstrated in 80% of the required and other targeted action plan competencies) ____ Limited Performance/Unsatisfactory (Did not meet competency requirements)

____________________________ ____________________________ ____________________________ Cooperating Administrator/Date College Intern Supervisor/Date Intern/Date


34

COMPETENCIES

FOR

THE SCHOOL BUILDING LEADER INTERNSHIP EXPERIENCE












functions. As Co-leader the Leadership Candidate shares leadership role with the mentor

or other organizational leader(s). There are some discrete tasks the Leadership Candidate

executes on his/her own (including follow up and monitoring) with close supervisory

oversight. During the course of the internship, the Leadership Candidate should assume

an increasing Leader role, as noted in his/her initiation and follow through for all phases

of a project, assigned leadership tasks, or in responding to an identified organizational

problem. The Cooperating Administrator maintains supervisory oversight.




Note, that items with an asterisk (*) require Leadership Candidates to identify a plan of

action (refer to “action plan”) that incorporates those competencies and to demonstrate

leadership proficiency during the internship.


the Leadership Candidate’s professional growth for competencies in each of the six

standards. Satisfactory completion of the internship will be determined by varied forms

of evidence that demonstrate an effective leadership role (3-4 rating) in 80% of the

competencies that reflect the intern’s action plan and other administrative assignments.

Refer to attached “Leadership Internship Competency Instrument.” Proficiency will be

determined by using the following rating scale:




building leader

4 – strong supporting evidence demonstrating proficiency competency for

beginning building leader

35

SCHOOL BUILDING LEADER INTERNSHIP COMPETENCY INSTRUMENT THE MANHATTANVILLE COLLEGE INTERNSHIP PROGRAM PREPARES SCHOOL LEADERS WHO

UNDERSTAND AND DEMONSTRATE THE ABILITY TO: COMPETENCY PERFORMANCE ASSESSMENT EVIDENCE


1 a. Candidates develop a vision of learning for a school that promotes the success of all students.

1 2 3 4

2 b. Candidates base this vision on relevant knowledge and theories, including but not limited to an understanding of learning goals in a pluralistic society, the diversity of learners and learners’ needs, schools as interactive social and cultural systems, and social and organizational change.

1 2 3 4


3 a. Candidates demonstrate the ability to articulate the components of this vision for a school and the leadership processes necessary to implement and support the vision.

1 2 3 4

4 b. Candidates demonstrate the ability to use data-based research strategies and strategic planning processes that focus on student learning to inform the development of a vision, drawing on relevant information sources such as student assessment results, student and family demographic data, and an analysis of community needs.

1 2 3 4

5 *c. Candidates demonstrate the ability to communicate the vision to staff, parents, students, and community members through the use of symbols, ceremonies, stories, and other activities.

1 2 3 4


6 a. Candidates formulate the initiatives necessary to motivate staff, students, and families to achieve the school’s vision.

1 2 3 4

7 b. Candidates develop plans and processes for implementing the vision (e.g., articulating the vision and related goals, encouraging challenging standards, facilitating collegiality and teamwork, structuring significant work, ensuring appropriate use of student assessments, providing autonomy, supporting innovation, delegating responsibility, developing leadership in others, and

1 2 3 4

36

COMPETENCY PERFORMANCE ASSESSMENT EVIDENCE

securing needed resources).


8 a. Candidates demonstrate an understanding of the role effective communication skills play in building a shared commitment to the vision.

1 2 3 4

9 b. Candidates design or adopt a system for using data-based research strategies to regularly monitor, evaluate, and revise the vision.

1 2 3 4

10 c. Candidates assume stewardship of the vision through various methods.

1 2 3 4

1.5. PROMOTE COMMUNITY INVOLVEMENT IN THE VISION

11 *a. Candidates demonstrate the ability to involve community members in the realization of the vision and in related school improvement efforts.

1 2 3 4

12 b. Candidates acquire and demonstrate the skills needed to communicate effectively with all stakeholders about implementation of the vision.

1 2 3 4

2.1 PROMOTE POSITIVE SCHOOL CULTURE 13 a. Candidates assess school culture using methods and

implement context-appropriate strategies that capitalize on the diversity (e.g., population, language, disability, gender, race, socio-economic) of the school community to improve programs and culture.

1 2 3 4

2.2 PROVIDE EFFECTIVE INSTRUCTIONAL PROGRAM 14 a. Candidates demonstrate the ability to facilitate activities that

apply principles of effective instruction to improve instructional practices and curricular materials.

1 2 3 4

15 b. Candidates demonstrate the ability to make recommendations regarding the design, implementation, and evaluation of a curriculum that fully accommodates learners’ diverse needs.

1 2 3 4

16 c. Candidates demonstrate the ability to use and promote technology and information systems to enrich curriculum and instruction, to monitor instructional practices and provide staff the assistance needed for improvement.

1 2 3 4

37


2.3 APPLY BEST PRACTICE TO STUDENT LEARNING 17 *a. Candidates demonstrate the ability to assist school personnel

in understanding and applying best practices for student learning. 1 2 3 4

18 b. Candidates apply human development theory, proven learning and motivational theories, and concern for diversity to the learning process.

1 2 3 4

19 c. Candidates demonstrate an understanding of how to use appropriate research strategies to promote an environment for improved student achievement.

1 2 3 4.


20 a. Candidates design and demonstrate an ability to implement well-planned, context-appropriate professional development programs based on reflective practice and research on student learning consistent with the school vision and goals.

1 2 3 4

21 *b. Candidates demonstrate the ability to use strategies such as observations, collaboration, reflection, and adult learning strategies to form comprehensive professional growth plans with teachers and other school personnel.

1 2 3 4

22 c. Candidates develop and implement personal professional growth plans that reflect a commitment to life-long learning.

1 2 3 4


23 a. Candidates demonstrate the ability to optimize the learning for all students by applying appropriate models and principles of organizational development and management, including research and data driven decision making with attention to indicators of equity, effectiveness, and efficiency.

1 2 3 4

24 b. Candidates develop plans of action for focusing on effective organization and management of fiscal, human, and material resources, giving priority to student learning, safety, curriculum, and instruction.

1 2 3 4

25 c. Candidates demonstrate an ability to manage time effectively and deploy financial and human resources in ways that promote student achievement.

1 2 3 4

38


3.2 MANAGE OPERATIONS 26 a. Candidates demonstrate the ability to involve staff in conducting

operations and setting priorities using appropriate and effective needs assessment, research-based data, and group process skills to build consensus, communicate, and resolve conflicts in order to align resources with the organizational vision.

1 2 3 4

27 b. Candidates develop communications plans for staff that includes opportunities for staff to develop their family and community collaboration skills.

1 2 3 4

28 c. Candidates demonstrate an understanding of how to apply legal principles to promote educational equity and provide safe, effective, and efficient facilities.

1 2 3 4


29 a. Candidates use problem-solving skills and knowledge of strategic, long-range, and operational planning (including applications of technology) in the effective, legal, and equitable use of fiscal, human, and material resource allocation and alignment that focuses on teaching and learning.

1 2 3 4

30 b. Candidates creatively seek new resources to facilitate learning. 1 2 3 4

31 *c. Candidates apply and assess current technologies for school management, business procedures, and scheduling.

1 2 3 4


32 a. Candidates demonstrate an ability to bring together the resources of family members and the community to positively affect student learning.

1 2 3 4

33 *b. Candidates demonstrate an ability to involve families in the education of their children based on the belief that families have the best interests of their children in mind.

1 2 3 4

34 c. Candidates demonstrate the ability to use public information and research-based knowledge of issues and trends to collaborate with families and community members.

1 2 3 4

35 d. Candidates apply an understanding of community relations models, marketing strategies and processes, data-based decision-making, and communication theory to create frameworks for

1 2 3 4

39


school, family, business, community, government, and higher education partnerships.

36 e. Candidates develop various methods of outreach aimed at business, religious, political, and service organizations.

1 2 3 4

37 *f. Candidates demonstrate the ability to involve families and other stakeholders in school decision-making processes, reflecting an understanding that schools are an integral part of the larger community.

1 2 3 4

38 *g. Candidates demonstrate the ability to collaborate with community agencies to integrate health, social, and other services.

1 2 3 4

39 *h. Candidates develop a comprehensive program of community relations and demonstrate the ability to work with the media.

1 2 3 4

4.2 RESPOND TO COMMUNITY INTERESTS AND

NEEDS

40 *a. Candidates demonstrate active involvement within the community, including interactions with individuals and groups with conflicting perspectives.

1 2 3 4

41 b. Candidates demonstrate the ability to use appropriate assessment strategies and research methods to understand and accommodate a diverse school and community conditions and dynamics.

1 2 3 4

42 *c. Candidates provide leadership to programs serving students with special and exceptional needs.

1 2 3 4

43 d. Candidates demonstrate the ability to capitalize on the diversity of the school community to improve school programs and meet the diverse needs of all the students.

1 2 3 4

4.3 MOBILIZE COMMUNITY RESOURCES 44 *a. Candidates demonstrate an understanding of an ability to use

community resources, including youth services, to support student achievement, solve school problems, and achieve school goals.

1 2 3 4

45 *b. Candidates demonstrate how to use school resources and social service agencies to serve the community.

1 2 3 4

46 *c. Candidates demonstrate an understanding of ways to use 1 2 3 4

40


public resources and funds appropriately and effectively to encourage communities to provide new resources to address emerging student problems.

*5.1 ACTS WITH INTEGRITY 47 a. Candidates demonstrate a respect for the rights of others with

regard to confidentiality and dignity and engage in honest interactions.

1 2 3 4

*5.2 ACTS FAIRLY 48 a. Candidates demonstrate the ability to combine impartiality,

sensitivity to student diversity, and ethical considerations in their interactions with others.

1 2 3 4

*5.3 ACTS ETHICALLY 49 a. Candidates make and explain decisions based upon ethical and

legal principals. 1 2 3 4

6.1 UNDERSTAND THE LARGER CONTEXT 50 a. Candidates act as informed consumers of educational theory

and concepts appropriate to school context and can demonstrate the ability to apply appropriate research methods to a school context.

1 2 3 4

51 b. Candidates demonstrate the ability to explain how the legal and political systems and institutional framework of schools have shaped a school and community, as well as the opportunities available to children and families in a particular school.

1 2 3 4

52 c. Candidates demonstrate the ability to analyze the complex causes of poverty and other disadvantages and their effects on families, communities, children, and learning.

1 2 3 4

53 d. Candidates demonstrate an understanding of the policies, laws, and regulations enacted by local, state, and federal authorities that affect schools, especially those that might improve educational and social opportunities.

1 2 3 4

54 e. Candidates demonstrate the ability to describe the economic factors shaping a local community and the effects economic factors have on schools.

1 2 3 4

55 f. Candidates demonstrate the ability to analyze and describe the 1 2 3 4

41


cultural diversity in a school community.

56 g. Candidates can describe community norms and values and how they relate to the role of the school in promoting social justice.

1 2 3 4

57 h. Candidates demonstrate the ability to explain various theories of change and conflict resolution and the appropriate application to those models to specific communities.

1 2 3 4

6.2 RESPOND TO THE LARGER CONTEXT 58 *a. Candidates demonstrate the ability to communicate with

members of the school community concerning trends, issues, and potential changes in the environment in which the school operates, including maintenance of an ongoing dialogue with representatives of diverse community groups.

1 2 3 4

6.3 INFLUENCE THE LARGER CONTEXT 59 *a. Candidates demonstrate the ability to engage students,

parents, and other members of the school community in advocating for adoption of improved policies and laws.

1 2 3 4

60 b. Candidates apply their understanding of the larger political, social, economic, legal, and cultural context to develop activities and policies that benefit students and their families.

1 2 3 4

61 *c. Candidates advocate for policies and programs that promote equitable learning opportunities and success for all students, regardless of socio-economic background, ethnicity, gender, disability, or other individual characteristics.

1 2 3 4

Overall Rating: ____ Exemplary (Rating of 4 should be demonstrated in 80% of the competencies, spanning each of the standards) ____ Satisfactory (Rating of 3-4 should be demonstrated in 80% of the competencies, spanning each of the standards) ____ Limited Performance/Unsatisfactory (Did not meet competency requirements)



42 Evidence Code: O=Observation; L= Log; J= Journals; PR= Project Report; A=Artifact; FA= Field

Assignment; S=Seminar Work

COMPETENCIES

FOR

THE SCHOOL DISTRICT LEADER INTERNSHIP EXPERIENCE












functions. As Co-leader the Leadership Candidate shares leadership role with the mentor

or other organizational leader(s). There are some discrete tasks the Leadership Candidate

executes on his/her own (including follow up and monitoring) with close supervisory

oversight. During the course of the internship, the Leadership Candidate should assume

an increasing Leader role, as noted in his/her initiation and follow through for all phases

of a project, assigned leadership tasks, or in responding to an identified organizational

problem. The Cooperating Administrator maintains supervisory oversight.





the Leadership Candidate’s professional growth for competencies in each of the six

standards. Satisfactory completion of the internship will be determined by varied forms

of evidence that demonstrate an effective leadership role (3-4 rating) in 80% of the

competencies that reflect the intern’s action plan and other administrative assignments.

Refer to attached “Leadership Internship Competency Instrument.” Proficiency will be

determined by using the following rating scale:




district leader

4 – strong supporting evidence demonstrating proficiency competency for

beginning district leader

43 Evidence Code: O=Observation; L= Log; J= Journals; PR= Project Report; A=Artifact; FA= Field Assignment; S=Seminar Work

SCHOOL DISTRICT LEADER INTERNSHIP COMPETENCY INSTRUMENT THE MANHATTANVILLE COLLEGE INTERNSHIP PROGRAM PREPARES SCHOOL LEADERS WHO

UNDERSTAND AND DEMONSTRATE THE ABILITY TO: COMPETENCY LEADERSHIP PROFICIENCY EVIDENCE


1 a. Candidates develop and demonstrate the skills needed to work with a board of education to facilitate the development of a vision of learning for a school district that promotes the success of all students.

1 2 3 4

2 b. Candidates base development of the vision on relevant knowledge and theories applicable to school-level leaders applied to a school district context.

1 2 3 4

3 c. Candidates use data-based research strategies to create a

vision that takes into account the diversity of learners in a

district.

1 2 3 4

4 d. Candidates demonstrate knowledge of ways to use a district’s

vision to mobilize additional resources to support the vision. 1 2 3 4


5 a. Candidates demonstrate the ability to articulate the components of this vision for a district and the leadership processes necessary to implement and support the vision.

1 2 3 4

6 b. Candidates demonstrate the ability to use data-based research strategies and strategic planning processes that focus on student learning to develop a vision, drawing on relevant information sources such as student assessment results, student and family demographic data, and an analysis of community needs.

1 2 3 4

7 c. Candidates demonstrate the ability to communicate the vision to school boards, staff, parents, students, and community members through the use of symbols, ceremonies, stories, and other activities.

1 2 3 4


8 a. Candidates demonstrate the ability to plan programs to motivate staff, students, and families to achieve the school

1 2 3 4


COMPETENCY LEADERSHIP PROFICIENCY EVIDENCE

district’s vision.

9 b. Candidates design research-based processes to effectively implement a district vision throughout an entire school district and community

1 2 3 4


10 a. Candidates demonstrate the ability to align and, as necessary, redesign administrative policies and practices required for full implementation of a district vision.

1 2 3 4

11 b. Candidates understand the theory and research related to organizational and educational leadership and engage in the collection, organization, and analysis of a variety of information, including student performance data, required to assess progress toward a district’s vision, mission, and goals.

1 2 3 4

1.5. PROMOTE COMMUNITY INVOLVEMENT IN THE

VISION

12 a. Candidates demonstrate the ability to bring together and communicate effectively with stakeholders within the district and the larger community concerning implementation and realization of the vision.

1 2 3 4

2.1 PROMOTE POSITIVE SCHOOL CULTURE 13 a. Candidates develop a sustained approach to improve

and maintain a positive district culture for learning that capitalizes on multiple aspects of diversity to meet the learning needs of all students.

1 2 3 4

2.2 PROVIDE EFFECTIVE INSTRUCTIONAL PROGRAM 14 a. Candidates demonstrate an understanding of a variety

of instructional research methodologies and can analyze the comparable strengths and weaknesses of each method.

1 2 3 4

15 b. Candidates are able to use qualitative and quantitative data, appropriate research methods, technology, and information systems to develop a long-range plan for a district that assesses the district’s improvement and

1 2 3 4



accountability systems.

16 c. Candidates demonstrate the ability to use and promote technology and information systems to enrich district curriculum and instruction, monitor instructional practices, and provide assistance to administrators who have needs for improvement.

1 2 3 4

17 d. Candidates demonstrate the ability to allocate and justify resources to sustain the instructional program.

1 2 3 4

2.3 APPLY BEST PRACTICE TO STUDENT LEARNING 18 a. Candidates demonstrate the ability to facilitate and

engage in activities that use best practices and sound educational research to improve instructional programs.

1 2 3 4

19 b. Candidates demonstrate an ability to assist school and district personnel in understanding and applying best practices for student learning.

1 2 3 4

20 c. Candidates understand and can apply human development theory, proven learning, and motivational theories, and concern for diversity to the learning process.

1 2 3 4

21 d. Candidates understand how to use appropriate research strategies to profile student performance in a district and analyze differences among subgroups.

1 2 3 4


22 a. Candidates demonstrate knowledge of adult learning strategies and the ability to apply technology and research to professional development design focusing on authentic problems and tasks, mentoring, coaching, conferencing, and other techniques that promote new knowledge and skills in the workplace.

1 2 3 4

23 b. Candidates demonstrate the ability to use strategies such as observations collaborative reflection to help form comprehensive professional growth plans with district and school personnel.

1 2 3 4

24 c. Candidates develop personal professional growth plans 1 2 3 4



that reflect a commitment to life-long learning and best practices.


25 a. Candidates demonstrate the ability to use research-based knowledge of learning, teaching, student development, organizational development and data management to optimize learning for all students.

1 2 3 4

26 b. Candidates demonstrate effective organization of fiscal, human, and material resources, giving priority to student learning, and safety, and demonstrating an understanding of district budgeting processes and fiduciary responsibilities.

1 2 3 4

27 c. Candidates demonstrate an ability to manage time effectively and to deploy financial and human resources in a way that promotes student achievement.

1 2 3 4

28 d. Candidates demonstrate the ability to organize a district based on indicators of equity, effectiveness, and efficiency and can apply legal principles that promote educational equity.

1 2 3 4

29 e. Candidates demonstrate an understanding of how to apply legal principles to promote educational equity and provide safe, effective, and efficient facilities.

1 2 3 4

3.2 MANAGE OPERATIONS 30 a. Candidates demonstrate the ability to involve

stakeholders in aligning resources and priorities to maximize ownership and accountability.

1 2 3 4

31 b. Candidates can use appropriate and effective needs assessment, research-based data, and group process skills to build consensus, communicate, and resolve conflicts in order to align resources with the district vision.

1 2 3 4

32 c. Candidates develop staff communication plans for integrating district’s schools and divisions.

1 2 3 4

33 d. Candidates develop a plan to promote and support community collaboration among district personnel.

1 2 3 4




34 a. Candidates use problem-solving skills and knowledge of strategic, long-range, and operational planning (including applications of technology) in the effective, legal, and equitable use of fiscal, human, and material resource allocation that focuses on teaching and learning.

1 2 3 4

35 b. Candidates creatively seek new resources to facilitate learning.

1 2 3 4

36 c. Candidates apply an understanding of school district finance structures and models to ensure that adequate financial resources are allocated equitably for the district.

1 2 3 4

37 d. Candidates apply and assess current technologies for management, business procedures, and scheduling.

1 2 3 4


38 a. Candidates demonstrate the ability to facilitate the planning and implementation of programs and services that bring together the resources of families and the community to positively affect on student learning.

1 2 3 4

39 b. Candidates demonstrate an ability to use public information and research-based knowledge of issues and trends to collaborate with community members and community organizations to have a positive effect on student learning..

1 2 3 4

40 c. Candidates apply an understanding of community

relations models, marketing strategies and processes,

data driven-making, and communication theory to

craft frameworks for school, business, community,

government, and higher education partnerships.

1 2 3 4

41 d. Candidates demonstrate an ability to develop and

implement a plan for nurturing relationships with

community leaders and reaching out to different

business, religious, political, and service

organizations to strengthen programs and support

1 2 3 4



district goals. 42 e. Candidates demonstrate the ability to involve

community members, groups, and other stakeholders in district decision-making, reflecting an understanding of strategies to capitalize on the district’s integral role in the larger community.

1 2 3 4

43 f. Candidates demonstrate the ability to collaborate with community agencies to integrate health, social, and other services in the schools to address student and family conditions that affect learning.

1 2 3 4

44 g. Candidates demonstrate the ability to conduct community relations that reflects knowledge of effective media relations and that models effective media relations practices.

1 2 3 4

45 h. Candidates develop and implement strategies that support the involvement of families in the education of their children that reinforces for district staff a belief that families have the best interests of their children in mind.

1 2 3 4

4.2 RESPOND TO COMMUNITY INTERESTS

AND NEEDS

46 a. Candidates facilitate and engage in activities that

reflect an ability to inform district decision-making

by collecting and organizing formal and informal

information from multiple stakeholders.

1 2 3 4

47 b. Candidates demonstrate the ability to promote maximum involvement with, and visibility within the community.

1 2 3 4

48 c. Candidates demonstrate the ability to interact effectively with individuals and groups that reflect conflicting perspectives.

1 2 3 4

49 d. Candidates demonstrate the ability to effectively and appropriately assess, research, and plan for diverse district and community conditions and dynamics and capitalize on the diversity of the community to improve

1 2 3 4



district performance and student achievement.

50 e. Candidates demonstrate the ability to advocate for students with special and exceptional needs.

1 2 3 4

4.3 MOBILIZE COMMUNITY RESOURCES 51 a. Candidates demonstrate an understanding of an ability

to use community resources, including youth services that enhance student achievement, solve district problems and accomplish district goals.

1 2 3 4

52 b. Candidates demonstrate how to use district resources to the community to solve issues of joint concern.

1 2 3 4

53 c. Candidates demonstrate an understanding of ways to use public resources and funds appropriately and effectively to encourage communities to provide new resources to address emerging student problems.

1 2 3 4

5.1 ACTS WITH INTEGRITY 54 a. Candidates demonstrate a respect for the rights of

others with regard to confidentiality and dignity and engage in honest interactions.

1 2 3 4

5.2 ACTS FAIRLY 55 a. Candidates demonstrate the ability to combine

impartiality, sensitivity to student diversity, and ethical considerations in their interactions with others.

1 2 3 4

5.3 ACTS ETHICALLY 56 a. Candidates make and explain decisions based upon

ethical and legal principals. 1 2 3 4

6.1 UNDERSTAND THE LARGER CONTEXT 57 a. Candidates demonstrate the ability to use appropriate

research methods, theories, and concepts to improve district operations.

1 2 3 4

58 b. Candidates demonstrate an understanding of the complex causes of poverty and other disadvantages and their effects on families, communities, children, and learning.

1 2 3 4



59 c. Candidates demonstrate an understanding of the policies, laws, and regulations enacted by local, state, and federal authorities affecting a specific district.

1 2 3 4

60 d. Candidates can explain the system for financing public schools and its effects on the equitable distribution of educational opportunities within a district.

1 2 3 4

61 e. Candidates demonstrate the ability to work with political leaders at the local, state, and national level.

1 2 3 4

62 f. Candidates can apply an understanding of how specific laws at the local, state, and federal level affect school districts and residents.

1 2 3 4

63 g. Candidates espouse positions in response to proposed policy changes that would benefit or harm districts and explain how proposed policies and laws might improve educational and social opportunities for specific communities.

1 2 3 4

6.2 RESPOND TO THE LARGER CONTEXT 64 a. Candidates demonstrate the ability to engage students,

parents, members of the school board, and other community members in advocating for adoption of improved policies and laws

1 2 3 4

65 b. Candidates apply their understanding of the larger political, social, economic, legal, and cultural context to develop activities and policies that benefit their district and its students

1 2 3 4

66 c. Candidates demonstrate the ability to communicate regularly with all segments of the district community concerning trends, issues, and policies affecting the district.

1 2 3 4

6.3 INFLUENCE THE LARGER CONTEXT 67 a. Candidates demonstrate an understanding of how to

develop lines of communication with local, state, and federal authorities and activity advocate for improved policies, laws, and regulations affecting a specific district,

1 2 3 4



both directly and through organizations representing schools, educators, or others with similar interests.

68 b. Candidates demonstrate the ability to advocate for policies and programs that promote equitable learning opportunities and success for all students, regardless of socioeconomic background, ethnicity, gender, disability, or other individual characteristics.

1 2 3 4

Overall Rating: ____ Exemplary (Rating of 4 should be demonstrated in 80% of the competencies, spanning each of the standards) ____ Satisfactory (Rating of 3-4 should be demonstrated in 80% of the competencies, spanning each of the standards) ____ Limited Performance/Unsatisfactory (Did not meet competency requirements)


Documents

SCHOOL OF EDUCATION EDUCATIONAL LEADERSHIP … of Education/Ed leadership...2015-16 . 2 CONTENTS 1. Forward 3 2. Internship: Purpose & Goals 4 3. Standards 5 ... Upon completion of